Spring into the Library: An Introduction to Library Arrangement
Students will learn the basics of library arrangement and the location of the following types of materials: easy books, chapter books, elementary non-fiction, biographies, magazines, and computers. They will review the characteristics and differences between fiction and nonfiction.
Learning Objective: Students will know the different types of materials in the elementary library that have to do with Spring, including non-fiction, biographies, chapter books, picture books, magazines and computer.
Book: Ron Hirschi. "Spring." New York: Puffin Unicorn Books, 1996.
Prop(s): Spring bulb (tulip, daffodil) or other type of natural representation of spring (willow tree branch).
Lesson 1
Introduction: Introduce the lesson by showing students a tulip bulb. Ask students if they can identify it. Discuss things we associate with Spring. (baseball, flowers, buds on trees, robins, birds returning, playing outside, earth worms, Easter or Spring holidays, etc.).
Body:
1. Read a non-fiction book about spring. Ask students if it is fiction or nonfiction (fake or not fake). “Spring” by Hirschi is an excellent title for this lesson.
2. Pull out a stack of books representing all sections of the library and having to do with spring.
3. Class will discuss what each book is: easy book, elementary nonfiction, chapter book, poetry, biography, magazines. As class talks about different areas of the library, write these areas on the white board. Give short booktalks on several of the titles. Walk to areas of the library where each type of book is located. Discuss the book’s call number and how it identifies where the book is on the shelf.
Lesson 2:
1. Review the areas of the library where we find different types of books.
2. Assign partners for a reverse scavenger hunt. Each team will be numbered (team 1, team 2...).
3. Give each team copies of book or magazine covers of the books we talked about last time with their team numbers on the back. Include call numbers
4. Partners will work together to find the section of the library where their book or magazine cover goes and leave the cover there in a folder or envelope. Students must remember what team they are. Remind them not to cheat or it won't work.
Conclusion:
5. Review the envelopes as a class and talk about everyone's choices. Teams will silently assess how they did (only they know who they are!).
Verbally review the contents of each envelope with the class. If there were incorrect placements, review why this may have happened and explain the correct choice.
